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ERIC Number: EJ802484
Record Type: Journal
Publication Date: 2008-Mar
Pages: 19
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0316-1218
A Model of Approaches to Learning and Academic Achievement of Students from an Inquiry Based Bachelor of Health Sciences Program
Donnon, Tyrone; Hecker, Kent
Canadian Journal of Higher Education, v38 n1 p1-19 Mar 2008
The Biggs' Study Process Questionnaire (SPQ) was used to test competing models of students' approaches to learning in a sample of undergraduate students (n = 125) from an inquiry based Bachelor of Health Sciences program. In addition to an internal consistency and test-retest reliability analysis of the SPQ, confirmatory factor analysis was used to evaluate the goodness-of-fit of two competing models of approaches to learning with students' GPA. The results provided support for a three-factor model of approaches to learning (CFI = 1.00, SRMR = 0.052, RMSEA = 0.000) and the connection between GPA and an achieving approach to learning (path coefficient = 0.99). A three-factor model of the SPQ that recognizes the strong relationship between students' GPA, achieving motives and strategies for learning warrants further investigation. Other factors such as faculty expectations, heavy workloads and time commitments may influence the adoption of less desirable approaches to learning. (Contains 3 tables and 2 figures.)
Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Study Process Questionnaire